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1. Database
Management & Organization Studies: A SAGE Full-Text Collection
Title   Index to Journal of Management Education Volume 29
Source   Journal Of Management Education, vol. 29, no. 6, pp. 905-909, December 2005
ISSN   1052-5629
Journal Pages   905-909
Journal Volume   29
Journal Issue   6
Publisher   SAGE Publications
Publisher Location   Sage CA: Thousand Oaks, CA
Publication Year   2005
Publication Type   Other
DOI   10.1177/105256290502900608
Accession Number   10.1177/105256290502900608
View Record | Table of Contents | Full-Text PDF (32 Kb)
2. Database
Communication Studies: A SAGE Full-Text Collection
Title   How Swift Starting Action Teams Get off the Ground: What United Flight 232 and Airline Flight Crews Can Tell Us About Team Communication
Author   Mckinney, Earl H., Jr.; Barker, James R.; Davis, Kevin J.; Smith, Daryl
Affiliation   Bowling Green State University [Mckinney]; Waikato Management School, New Zealand [Barker]; United States Air Force Academy [Smith]
Source   Management Communication Quarterly, vol. 19, no. 2, pp. 198-237, November 2005
ISSN   0893-3189
Descriptors   Business communication; Models; Crisis communication; Crisis management; Communication processes; Communication studies
Abstract   In 1989, United Airlines Flight 232 survived a catastrophic in-flight engine explosion because of, in part, the crew’s ability to communicate while under crisis conditions. Drawing on the experience of Flight 232, other flight deck crew research, and the authors’own flying experiences, the authors develop a descriptive, proposition-based model of the communication process dynamics found in such groups, which they call swift starting action teams. They argue that swift starting action teams, composed of highly trained strangers within one organization, must use communication processes that enable them to perform well immediately and manage crises in high risk environments. These processes depend on each team’s use and awareness of communication values and communication interactions. The authors discuss the communication dynamics of swift starting action teams and the implication of considering such teams in future research.
Publisher   SAGE Publications
Publisher Location   Sage CA: Thousand Oaks, CA
Publication Year   2005
Publication Type   Journal Article
DOI   10.1177/0893318905278539
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Accession Number   10.1177/0893318905278539
View Record | References | Cited by 2 | Table of Contents | Full-Text PDF (170 Kb)
3. Database
Management & Organization Studies: A SAGE Full-Text Collection
Title   The Swift Trust Partnership: A Project Management Exercise Investigating the Effects of Trust and Distrust in Outsourcing Relationships
Author   Adler, Terry R.
Affiliation   New Mexico State University
Source   Journal Of Management Education, vol. 29, no. 5, pp. 714-737, October 2005
ISSN   1052-5629
Descriptors   Project management; Outsourcing; Organizational research
Abstract   The Swift Trust exercise provides instructors with the opportunity to discuss the issues of managing trust and distrust perceptions in a team-based design. Lewicki, McAllister, and Bies’s (1998) framework is used to allow students to experience the difficulties of deriving a common set of contract requirements based on team dynamics and reputational factors of a potential future trading partner. This interteam exercise provides instructors with a medium-term simulation (from three to four class periods) that can be used to discuss integrating simultaneous trust and distrust perceptions. Discussion of pedagogical issues and implications is provided to assist instructors in conducting this exercise.
Journal Pages   714-737
Journal Volume   29
Journal Issue   5
Publisher   SAGE Publications
Publisher Location   Sage CA: Thousand Oaks, CA
Publication Year   2005
Publication Type   Journal Article
DOI   10.1177/1052562905277304
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Cited by 2
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Abstract | Cited by 11
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Cited by 2
Accession Number   10.1177/1052562905277304
View Record | References | Table of Contents | Full-Text PDF (114 Kb)
4. Database
Political Science: A SAGE Full-Text Collection
Title   Cohesion during Military Operations: A Field Study on Combat Units in the Al-Aqsa Intifada
Author   Ben-shalom, Uzi; Lehrer, Zeev; Ben-ari, Eyal
Affiliation   Bar-Ilan University [Ben-shalom]; Tel Aviv University [Lehrer]; Hebrew University–Jerusalem [Ben-ari]
Source   Armed Forces & Society, vol. 32, no. 1, pp. 63-79, October 2005
ISSN   0095-327X
Abstract   Military leaders and social scientists often regard unit cohesion as the key element in combat motivation and fighting resilience. However, a close look at today’s battlefield calls for rethinking this assumption. This study is based on observations of combat units during the current Arab-Israeli conflict (the “Al-Aqsa Intifada”). In contrast to the usual depiction found in the scholarly literature, these units were characterized by some rather unique features. Instead of socially cohesive structures (based upon mutual, continuous, and common experiences), the action of these combat units during operations is based upon temporary frameworks based on short-term, ad hoc, and diverse components. In general, the components comprising these ad hoc frameworks do not have a common background and do not belong to the same organizational arms of the Israeli military. Nevertheless, the fighting power of the emergent amalgamations has not been diminished or damaged. Our study depicts several possible explanations for the social dynamics of such “instant units” and focuses on the importance of “swift trust” to their functioning.
Journal Pages   63-79
Journal Volume   32
Journal Issue   1
Publisher   SAGE Publications
Publisher Location   Thousand Oaks, London, New Delhi
Publication Year   2005
Publication Type   Journal Article
DOI   10.1177/0095327X05277888
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  9. Shils and Janowitz, “Cohesion and Disintegration,”280 -280.
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Accession Number   10.1177/0095327X05277888
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5. Database
Management & Organization Studies: A SAGE Full-Text Collection
Title   The Effect of Group Projects on Content-Related Learning
Author   Bacon, Donald R.
Affiliation   University of Denver,
Source   Journal Of Management Education, vol. 29, no. 2, pp. 248-267, April 2005
ISSN   1052-5629
Abstract   Business schools often assign student group projects to enhance student learning of course content and to build teamwork skills. However, the characteristics of effective collaborative learning tasks, including group goals and individual accountability, are often not found in student group projects assigned in business classes. The current research found that content learning was actually inhibited by the use of a group project. The results indicate that the students who completed a project in groups learned less of the project-related content than did students who completed a shortened version of the project individually. The characteristics of business school group projects, peer-learning projects, and group projects in the workplace are compared and contrasted. Implications for program and course design are discussed.
Email Address   dbacon@du.edu
Journal Pages   248-267
Journal Volume   29
Journal Issue   2
Publisher   SAGE Publications
Publisher Location   Sage CA: Thousand Oaks, CA
Publication Year   2005
Publication Type   Journal Article
DOI   10.1177/1052562904263729
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Accession Number   10.1177/1052562904263729
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6. Database
Management & Organization Studies: A SAGE Full-Text Collection
Title   Using a Dual Role Assignment to Improve Group Dynamics and Performance: The Effects of Facilitating Social Capital in Teams
Author   Aquino, Karl; Serva, Mark A.
Affiliation   University of Delaware [Serva]
Source   Journal Of Management Education, vol. 29, no. 1, pp. 17-38, February 2005
ISSN   1052-5629
Descriptors   Teamwork (Workplace); Project management; Business education
Abstract   This article describes a project that simulates the interplay between management and development project teams in a business environment. Each student team was assigned a management role supervising one project and a development role implementing another project. Results indicate that teams that communicate regularly and interact socially outside of class form more social capital. Development teams with dense social capital also voluntarily completed tasks beyond their responsibilities, and management teams perceived higher performance from their development teams. The authors discuss how this simulation can be used to increase learning, along with how the simulation increases the richness of the learning environment.
Journal Pages   17-38
Journal Volume   29
Journal Issue   1
Publisher   SAGE Publications
Publisher Location   Sage CA: Thousand Oaks, CA
Publication Year   2005
Publication Type   Journal Article
DOI   10.1177/1052562903262482
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Accession Number   10.1177/1052562903262482
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